The issue of students’ readiness to use artifi cial intelligence tools in studying is relevant in the context of the comprehensive readiness of higher education for digital transformation in the era of artifi cial intelligence. The purpose of the study is to justify the structural and content model of psychological readiness of university students to use AI tools in academic and research activities. The study hypothesizes the effi ciency of the subject-activity approach for modeling the university students’ psychological readiness to use artifi cial intelligence tools.
